Effect of perspective subject of 7th-grader visual arts lesson on student success by multi-field visual arts education method

The General aim at research is to reveal the effect of perspective subject of 7th-grader visual arts lesson on the student success by the multi-field visual arts education method. The quantitative and qualitative research model was used in the research. The pretest-posttest control group models on the experimental designs and extreme or deviant case sampling for the qualitative research models and purposeful sampling methods are used in the research. The research was performed for totally six weeks including one-week preparatory on totally 60 students, who receive education in the secondary school found in Diyarbakir Province Ergani Town for 2017-2018 school year. While a lesson plan prepared for the multi-field visual arts education method was applied to the experimental group, another lesson plan prepared for the traditional methods (instruction and question-answer) was provided for the control group. Improving the academic success test as a data collection tool and the video, meeting, qualitative data collection tools and observation form as a data source were used in the research. In the research, the data was analyzed by two cases, including analyzing the quantitative and qualitative data. When considering the qualitative and quantitative results of research, not any significant difference was determined in favor of the posttest between the pretest-posttest points, as a result of the t-test analysis made to test whether the difference is statistically significant between the academic success pretest-posttest point averages for the experimental group to which the multi-field visual arts education method applied. Not any significant difference was determined in favor of the posttest between the pretest-posttest points, as a result of the t-test analysis made to test whether the difference is statistically significant between the academic success pretest-posttest point averages for the experimental group to which the traditional teaching method used. Not any significant difference was determined in favor of the experimental group of the posttest points, as a result of the t-test analysis made to test whether the difference is statistically significant between the academic success posttest point averages for the experimental and control groups. The art criticism form was applied to three students, who represent the class, the random sampling method of the extreme or deviant case sampling due to being difficult of the entire class in the experimental group. The results obtained from this application showed that the students learned the art principles and elements. They also understood why the artwork researched by the students is beautiful and which art theory they included. It may be said in this regard that the critical abilities of students improved. In this case, the activities made by the Multi-Field Visual Arts Education Method (CAGSEY) left a positive impression of the students. The assessment form based on the criteria was applied to three students selected by the random sampling method to determine the art information learned at the end of the unit. It was seen in this form that the artistic perception and reactions of students were in the positive level, they gained the art criticism and aesthetic judgment experience, their critical judgment levels improved and they understood the artworks technique by which they were made. The multi-field visual arts education method applied to the lessons was revealed the importance and necessity of this method, as it expedited the teaching-learning process and made qualified its purpose with the improvement approaches for the necessary cognitive, affective and psychomotor behaviors suitable to the objective of lesson, by motivating the students by all these positive results. Three students, who were selected by the random method of the experimental group students obtained the necessary concern, motivation and information by the CAGSEY learned new information about the activities and noticed that they may extracurricularly use this information on the different fields of art. They stated that they found sufficient the training-teaching, taught the lessons pleasurable, the participation reached the high level and desired to continue to the lesson. Moreover, the students expressed that this method was superior rather than the traditional method, they had adequate information on the art criticism and they gained the different viewpoints to the artworks. These three students mentioned that the painting lesson was required and two of them specified that they desired to have art training. Moreover, they stated that they considered applications and had the positive opinions about the method. The perspective subjects taught by the CAGSEY improved the positive viewpoints on the students on the art, artwork and artist, increased the self-confidence of students and gained the ability to look at with critical perspective on their own artistic works. Therefore, it was concluded that the use of CAGSEY was important and required in the visual arts training, which combines the disciplines such as art criticism, aesthetics, art history and application. The suggestions of being the visual arts lesson consecutively for two hours and establishing the visual arts studio in all schools were brought for the purpose of teaching the multi-field visual arts education method more effective against the secondary schools. The suggestions were also made for the researchers related to the multi-field visual arts education method. Keywords: Visual Arts Training, Perspective, Multi-Field Visual Arts Education Method, Student Success